Multiplication Sundae Party

Every year it is a struggle to get all my students to master their multiplication facts.  My school requires that 3rd graders master their facts up to 12 x 12 (which is more than what the common core requires).  I spend all year working on this standard (not all the way through.  I do some here and there and keep reviewing).  This year I decided to bribe my students into learning their facts. 

We have always taken timed multiplication tests.  Their goal is 80% (they have 100 problems and five minutes).  As they master each fact they will earn something to go on a sundae.  My bulletin board is all set up for the new year for this incentive.  I have sent home letters explaining what I'm doing.  The children are excited and I am excited.  I hope this helps with getting the children to study at home.

Now only if I knew how to add some documents to this I could share the letter and chart with you easier!  If you want a copy, please let me know in the comments section and I will email it out to you.  I also have the excel document for each child to keep track of their progress. 

This is what the letter states:

Dear Families,

            Part of the third grade curriculum is learning multiplication facts 0-12.  Students will be taking timed tests a couple times a week starting in January.  There are 100 problems and the students have five minutes to complete the test.  Their goal is to correctly answer 80 of those questions.

            Here is the incentive plan I will use to encourage students to work hard on their multiplication facts:

            As students pass their timed tests, they will earn the following items for an ice cream party:

2s: a bowl

11s and 10s: a spoon

5s: whipped cream

3s: one scoop of ice cream

4s: a second scoop of ice cream

6s: cherry

7s: topping of choice

8s: hot fudge (homemade by your teacher-so good!)

9s: topping of choice

12s: topping of choice

We will spend about two months working to meet our goals.  The best way to study multiplication facts is with flashcards at home.  Flashcards can be purchased at Walmart, CVS, and Dollar Tree; or you can help your child make a set using index cards.  It is best to only study three at a time, until those three are mastered (then add 3 more as the previous 3 are mastered).  There are also several multiplication games you can play online and I have included websites where you can print worksheets.

If you have any questions, feel free to contact me.  Good Luck in your study efforts!

                                                                                                                                                                                

Websites: 

http://themathworksheetsite.com/

http://www.math-drills.com/multiplication.shtml

Math and the Common Core

Illinois is one of the states now using the common core standards.  So far math and language arts are completed.  I went on teacherspayteachers.com and bought this unit.

So far I am really enjoying it!

If you struggle with teaching multiplication and division in a fun way, I really recommend this unit.

Using a ruler

Does anyone hate teaching how to measure as much as I do?  The children never get it (at least mine don't).  I work on it for months and finally lightbulbs start going off.

One of the things I started to do that seems to help is to make a LARGE line segment on a piece of paper (I make mine 16 inches long).

On either side I mark "0" and "1".  Then using the inch marks on the rule I put a mark for every inch.  When I'm done I have a HUGE inch that is divided into 16ths.  The children use these during math and for homework (they have two copies-one stays at school and one at home).

Then I used butcher paper to make another GIANT inch (48 inches).  I also marked that "0" and "1" on either side and drew marks every four inches.  Now I have a huge ruler for my floor.  Laminate it and call on students to stand on whatever measurement you give them!

Curriculum Mapping

So, we have been asked to map our math curriculum.  We want to make sure that there is an upward sprial with each grade and make sure teachers are being held accountable for teaching the standards (and that we agree on what the standards are saying).

So, has anyone done this?  Is there a mapping format you like?  I'm not sure even where to begin.

Elapsed Time

Johnny left his house at 3:30.  He arrived at his grandma's at 5:55.  How long did it take for Johnny to get to his grandma's?

:blank stares:

This is usually how my lesson on elapsted time goes.  I've tried having two clocks in show the different times.  Nothing.

So, I was SUPER excited to win this



How dang cute is that?!  You set the one clock for the start time, the next clock for the end time.  The kids can write their answers on white boards, hold them up, and you can hit the elapsed time button.  So neat!

You can also use it to find start times or end times (Sally woke up at 7:30.  One hour and twenty minutes later she was at school.  What time was it when she arrived at school? or Cindy was at lunch at 11:00.  Forty-five minutes before she was in music.  What time was she in music?)

Love this clock and can't wait to use it!

Telling Time

How cool is this?  I plan on using it this week when we practice using clocks.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B9JiLa0h2lqKZDJlMTkzY2ItMTZhOC00NzdkLTljN2QtMGU2NjYwNDVmMmNk&hl=en

Expanded notation

After practicing place value, we work with expanded notation and comparing values.

To do this you'll need an egg carton for each student.  I wrote a letter home early in the year asking for them and got plenty!

The egg carton has to be the kind that holds a dozen eggs.  Starting at the top right label each top cup ones, tens, hundreds, etc until you get to hundred thousand.  Place 9 manipulatives in the carton.  Close the lid and shake.  Open up and count how many manipulatives are in each cup.  Write the number.  Compare with a partner.  Who has more?

Really fun and the kids love it!

Linky:  http://thirdgradethinkers8.blogspot.com/search?updated-max=2011-04-20T15%3A59%3A00-07%3A00&max-results=7

Place Value

One of the learner outcomes for 3rd grade is to be able to read, write, and compare numbers up to 100,000.  In order to read numbers these big, we need to know place value up to the hundred thousands place.
Before I start this lesson, I assess the students to see if they know it up to the thousands place.  99% of the time they do.  .

The first thing we do after the pretest is to make a place value flip chart.  To do this you'll need to fold your paper the long way (like a hotdog).  Then cut the top layer of your paper into six slits.  One top of each flap, starting on the RIGHT going to the LEFT write 1, 2, 3, and so on.  Finally, lift the flap up and on the paper under the flap, label each ones, tens, hundreds, etc.  When the students are completing a sheet on place value they can count the number of digits and lift the proper flap.  So if the number was 124,587 and they needed to know the place value of the 2, they would count how many digits over it is (5) find the five on their flip chart, lift the flap and see that it's the ten-thousands place.

When I get my new camera I will post a picture!  I hope this makes sense!

Ordering large numbers

When my students come to me, they aren't expected to read numbers over the thousands place.  It is my job to get them to read numbers up to the millions place (and decimals to the thousandths, but more to come on that later).

A good way to review this (and have some quiet time) is to write numbers from the hundreds up to the millions on pieces of paper.  Hand one out to each student (I give the smaller numbers to students who are struggling-but they don't know this obviously). 

They are to line up in front of the room from smallest to largest (or the other way-that doesn't matter) without speaking.  If they speak, they are "out".  If they aren't in the right order, you just tell them something is wrong, but don't point out who it is.  Have them keep trying until they are correct.  Once they are in order, each person takes a turn reading his or her number.  Do this several times, each time giving the student a new number to line up with and read.

Area and perimeter

When we first learn about area, we count squares inside an object.  It isn't until later that I teach them length times width.  Of course, my advanced students see this relation right away.  I let them figure out area by using multiplication.

One assignment is to use pattern blocks to fill in rectangles.  They count how many pattern blocks it took to fill the rectangle. 

After they understand that area is the space inside, we learn about perimeter.  I explain the perimeter is the FENCE that goes around and the area is the GRASS INSIDE the playground (see my post about singing for the lyrics to the area/perimeter song).

Once they are correctly finding area and perimeter we do a lesson on Chez-It math.  It is really fun!  Divide the class into groups and give each group a baggie filled with cheese crackers (about 30 crackers per baggie-have a couple students help you fill the baggies prior to the lesson).  Call out the areas and perimeters you want them to find (show me a square with an area of 16 units-what is the perimetere, show me a rectangle with an area of 12 units-what is the perimeter, show me a rectangle with a perimeter of 14 units- what is the area?)

Let the students walk around to see how there are several correct ways to get the answer.

Measurement

Before we learn to use a ruler, we must understand WHY we use rulers.  Why not just measure with whatever you have lying around?

For this lesson, I tell the students we are going to be learning about standard units of measure.  For homework they are to bring in an object from home. 

During the math lesson I assign about five things in the classroom to measure.  Their desk, my desk, the bookcase, the blackboard, my file cabinet, etc.  Before the lesson started, I use my object to measure the width of the doorway (I let them see me do this)

They record how many of their objects wide or tall it was.  While they are measuring, I am walking around to assist.  Then we come back together. 

I write on the board how wide the doorway was

Doorway: 8 units

I ask them how wide their objects were and record a few answers

Teacher desk: 10 units, 3 units, 34 units.

I ask them if the desk could fit through the door if the door is 8 units and the desk is 10 units (no way!).

This gets us to talking about why it's important that we are all using the same units to measure.  If my cabinet maker is leaving space for my dishwasher, he and the dishwasher maker need to have the same measurements so it fits properly.  If the cabinet maker is using his cellphone to measure the space, and the dishwasher maker is using his guitar to measure the washer, we are going to have a problem.

Using a ruler

I hate using rulers.  Really, I do.  The lines are tiny and hard to see.  Some students rulers are in eighths, some in sixteenths, some even smaller than that.  Some students still confuse inches and centimeters.  Some students see "mm" on the centimeter side and think their ruler doesn't have centimeters.  It can be a nightmare.

Now that I've had plenty of time to teach measurement, I'm starting to get the hang of it!  So if you struggle with it, I hope this post helps you!

First things first...  I find a ruler clip art and blow it up, from the one inch mark to the two inch mark.  That one inch takes up the entire paper, just to give you an idea of how big I make it.  If you can, print it on cardstock.  Get one copy for yourself and make it on an overhead transparency. 

Pass out the blown up inch and tell the students (and tell them again, and again) that this really isn't an inch.  Explain that an inch is very tiny.  Have them look at what an inch is.  Draw an inch line segment on the overhead.  Explain you wanted to blow it up so they can see all the tiny marks.

We measure up to sixteenths, so make sure your ruler is divdied that way.  If a student's ruler is NOT in the sixteenths, let them borrow one of yours.

As a class, label the blown up inch.  As you label yours, they should label theirs.  Have them keep it in their math folder.  As they practice measurement, have them take it out to use.  I have them measure the line segment on their worksheet, count the number of lines on their ruler, then count the same number on their blown up inch. 

This website is great for measurement worksheets for homework. 

http://themathworksheetsite.com/

Preschool Math

3 to 4 year olds are just starting to be introduced to this subject.  You want to make sure you are keeping it simple and using it in everyday life.  I can't tell you how many 3rd graders I teach do NOT know why they need to learn certain things I'm teaching in math.  I always make sure when teaching a math lesson that I connect it to everyday life.  More on math in third grade will come later.

For now, here are some concepts to work on with your 3 and 4 year old.

First, here are the Illinois Standards for early learners.  I hesistate to post this link because Illinois will soon be switching over to National Standards.  But in the meantime, this will help you to plan your lessons.

http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf


Your 3 and 4 year old should understand what you mean when you ask them "How many _______ do you see?".  They should have the ability to count the number of objects in a set.  I'm not a huge fan of worksheets at this age.  You can have them count items around the classroom or out on the playground.  Make sure you ask them in different ways (How many rocks do I have?  and Can you please give me three rocks?)  You also want to start matching sets to the numerical number and the number in words.  Something like this...

http://donnayoung.org/math/number-match-1.htm

You don't have to have a worksheet to do this.  Have objects on the table and give your student notecards with the numbers written on them.  Have them set down the notecards next to the right group. 

At 3 you can start asking simple problems like, "I have four cookies here.  If I take one more, how many cookies will I have?".  Make sure you have the objects in front of you for concrete learning.  Some three year olds may solve it without manipulatives, but this isn't very common.  Use manipulatives as much as possible with your young learners.

Your 3 or 4 year old should be able to make comparisons.  They should be able to look at groups of objects and tell you which group has more or less.  Make sure you use words like more, most, less, least, etc.  They should also be able to compare lighter, darker; shorter, taller; bigger, smaller; etc.  At this age you want to start having them order objects  by size (smallest to largest, largest to smallest, etc)

This is a great age to start using a timer when you say how long something is going to be.  When you say, "You have five more minutes of free time" make sure you set the timer.  "I'm setting the timer for five more minutes.  When the timer goes off it's time to clean up".  I have this timer for my third graders and they looove it!





3 and 4 year olds should be able to repeat simple patterns.  You can do this with beads, blocks, balls, etc.  Make sure you are using the SAME object ONLY in a different color.  Using different attributes may confuse your little learner.